Primary headmaster implementation of the Malaysian National Education Blueprint: Problems and challenges

The implementation of the Malaysian National Education Blueprint 20062010 (NEB) expanded headmasters' responsibilities and roles in managing schools. One of the NEB goals is to stabilize and strengthen the primary school education system, which brings tremendous pressure to bear on the headmasters charged with managing schools. The purpose of this qualitative case study was to explore the problems and challenges confronting primary school headmasters in Selangor, Malaysia. This study is grounded in the pragmatic worldview and concerned with applications and solutions that face educational leaders today. This study addresses the leadership of primary school headmasters. Data was collected from nine sample schools, involving nine participants in the state of Selangor, through interviews, observations and document reviews. Triangulation of data and member checks were used to establish the validity of data. The analysis of qualitative data from nine public primary school headmasters yielded the following findings: (a) the empowerment of Malaysian education focuses on the public school and emphasis was given to the primary level of education; (b) headmasters felt prepared and able to manage their school curriculum and finances following the guidelines from the National Education Blueprint 2006-2010; (c) credibility, ability, vision and visibility were identified as the most effective leadership traits of a successful school leader and instructional, charismatic, transactional and transformational leadership styles were identified as leadership styles that could be used in managing the school; (d) the NEB requires headmasters to follow standard guidelines and achieve the goals listed in the national plan; (e) the headmasters indicated the implementation of the NEB put pressure on their roles and responsibilities: (f) headmasters expressed their disappointment regarding the lack of training provided by the Ministry of Education to the teachers and support staffs; (g) headmasters felt that they need to allocate some time to discussing and implementing the school strategic plan, to taking a recess or break to recharge themselves, and to collaborating with teachers and students' families regarding student improvement plans. The findings will make a significant contribution to educational leadership by providing a general understanding of headmasters' roles, leadership and challenges in managing primary schools